Themes used to look at sound
Problem-solving, theory & communication strategiesUnbind
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1. Mcgurk Effect (PS)
What we see can cancel out what we hear https://www.youtube.com/watch?v=G-lN8vWm3m0/
Lesson plan here 2. Noise pollution (PS)
What is considered to be sound that we don't want to hear? Why is this? What control do we have over this? What does it do to us?
3. Sound-related idioms (PS)
4. Social ordinances regarding sound (PS)(hospital zones, bosozoku, car horns in NYC, etc.) 5. Sound stories (PS)Students use their own recorded sound or another group’s to tell a story that weaves itself around the natural sounds. 6. Banned music (CS)7. Some blind perspectives of sound (CS)
As a class, consider how sound is perceived in the absence of vision.
8. Sounds and emotions (CS)
What is the sound of happiness? Sadness? Danger? Compassion? Jealousy?
Lesson plan here 9. Silent movies and Talkies (CS)
Students create dialogue for a silent movie and compare the ideas they choose to convey with the original text. Alternately, students create their own silent movie conveying sound without audio.
10. Action Sounds (CS)Look at sounds that represent an action; for example, the beeping of a car as it backs up. Sounds with agreed-upon meanings: sirens, fog horns, telephone ring, alarm clock, etc. 11. Song titles (CS)How are song titles created? What do they mean? Why are they changed or adapted? What would you retitle your favorite song? 12. Diegetic vs non-diegetic sound (CS)Many films include sound whose source can be seen on screen (characters speaking, doors closing, etc.) and those that cannot (BGM and narration, for example). These are referred to as diegetic and non-diegetic sound, respectively. What decisions are made regarding sound in filmmaking and how does it mediate the action on screen?
13. Sound LawsOn January 1st, 1971 the federal government banned the use of radio and TV to advertise cigarettes. Why? A Federal Court decision stated that “the intrusive nature of sound, combined with repetition of impressions over a long period of time, cause[s] the message to be permanently embedded in the long-term memory of the recipient, causing a real and significant potential for change in beliefs and behavior.”14. Music scales (CS)How are music scales from different cultures compare to one another? Additionally, how are scales used to represent those groups—especially by non-members? |
Extended interaction, Self Analysis & BiographicUnbind
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1. Jingles/ Advertising songs (SA)
Students try to remember as many advertising jingles as they can.
2. Sound biography (SA)Personal biography with sounds. 3. What is Psychoacoustics? (EI)
Take guesses and make a working definition as a class before revealing the definition through etymology. 4. Music Television (EI)
The lesson explores what television did to music and what music did to television. What was enhanced? What was brought back from the past? What was made obsolete? What was the reverse effect of the creation? How does this differ from place to place and time to time?
5. Medical Sound (EI)How is sound used in the medical realm? How did it come about? What is the history? Explore ultrasound imagery, sonograms, etc. 6. Radio/podcast (EI)
7. Voice pitch (EI)Study of female elevator operators in Japan. 8. Musical Instrument Design (EI)
9. Jingles around the world (EI)
Jingles are played from around the world and students analyze them from an outsider perspective. 10. Autotune (EI)How did this first come about? How did it change music? Look at samples. Students experiment with the program. |
Data Analysis & explicit skill, Audio visual TextualUnbind
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1. First Recorded Sound (AV)
What do you think the sound is? Where was it recorded? When was it recorded? Why was it recorded? How do you think this sound was recorded? Students draw an image of the sound. Next, how would you describe this sound in words/text? (Which was easier to represent?) What symbols and words did the class use? Students discuss why someone would want to record this sound. What sounds are worth recording? Show an original device and talk about the recording process. Has sound changed over time? What kinds of sounds are lost? How has the recording of sound changed us? 2. Guess the sound (AV)Mundane sounds are played and students have to guess what they are. Talk about the variation of sound/ intentional and non intentions sounds. 3. Soundscapes (AV)around the world. What does this mean? 4. Religious sound (AV): the media of religious music 5. Foley artist (AV)
6. Noise/harmony etymology (AV)
7. Pop songs around the world (AV)
8. Muzak: elevator music/ hold music (AV)
9. Soundtracks (AV): music, composition history and interaction with movies/plays. 10. Album covers (AV): look at the media of LP-album covers 12. Sound scavenger hunt (DA)
Look for, record and mark sounds as a group. Think of the value of sound: scarcity, difficulty to capture, etc. What could these sounds be used for?
13. Sit and listen (DA)
Stop, sit and listen for 3 minutes and record all the sounds you hear and categorize them
14. Sound Journal (DA)Keep a sound journal 15. Onomatopoeia (DA)The class looks at the words for the sound that something makes and how this is connected to region and group. For example, a dog says: wan wan vs. ruff ruf |
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